Presented are instructional development procedures for teaching pre-academic skills to severely/profoundly handicapped children in public school settings. Curriculum development and research is briefly reviewed and development of instructional sequences is detailed with discussions of the following topics: non-instructional intervention, instructional alternatives, developing instructional materials, task analysis, and learner analysis. The principles of programed instruction and programed tutoring are explained, the components of an instructional sequence are outlined, and instructional tactics (shaping, fading, modeling, and backchaining) are described. Also reported are numerous instructional sequence formats (including frame sequence and phase formats) which can be used to record task analysis based on instructional sequences so they can be quantitatively evaluated and replicated successfully. Finally, the topic of sequence monitoring/modification is addressed and it is concluded that although it requires considerable time and effort, the systematic development of instructional sequences can have many benefits for students and teachers. Appended is a list of questions to ask about instructional aides. (SBH)